The Teaching and Learning of Mathematics at University Level: An ICMI Study (Hardcover, 2001)

Preface. Section I: Introduction. Why the Professor Must be a Stimulating Teacher: Towards a New Paradigm of Teaching Mathematics at University Level; C. Alsina. Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity; R. Zevenbergen. Policy Issues; J. Thomas. Policy Case Studies. Policy Issues Concerning Teaching at University Level in France; J.-L. Dorier, V. Durand-Guerrier. Mathematics Education in Chinese Universities; X. Longwan. Policy in Sweden; A. Tengstrand. Section 2: Practice. Trends in Curriculum: A Working Group Report; J. Hillel. Mathematical Teaching Practices at Tertiary Level: Working Group Report; J. Mason. The Secondary-Tertiary Interface; L. Wood. The Warwick Analysis Project: Practice and Theory; L. Alcock, A. Simpson. Professional Development for Changing Undergraduate Mathematics Instruction; H. Keynes, A. Olson. Scientific Debate in Mathematics Courses; M. Legrand. Making Large Lectures Effective: An Effort to Increase Student Success; K. Millett. University Mathematics Based on Problem-Oriented Student Projects: 25 Years of Experience with the Roskilde Model; M. Niss. The Active/Interactive Classroom; D. Smith. Departmental Profiles. Concordia University, Montreal, Canada; J. Hillel. Eidgenossische Technische Hochschule, Zurich, Switzerland; U. Kirchgraber. Universidad Nacional Del Literal, Santa Fe, Argentina; N. Aguilera, R. Marcias. Universiti Teknologi Malaysia, Malaysia. University of Joensuu, Finland; M. Pesonen. Section 3: Research. What Can We Learn from Educational Research at the University Level? M. Artigue. Purposes and Methods of Research in Mathematics Education; A. Schoenfeld. TertiaryMathematics Education Research and its Future; A. Selden, J. Selden. Research into the Teaching and Learning of Linear Algebra; J.-L. Dorier, A. Sierpinska. APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research; E. Dubinski, M. McDonald. Research on the Teaching and Learning of Calculus/Elementary Analysis; A. Robert, N. Speer. Section 4: Mathematics and Other Disciplines. Revolution by Stealth: Redefining University Mathematics; L. Steen. Mathematics and Other Subjects; J.-P. Bourguignon. Trying the Impossible: Teaching Mathematics to Physicists and Engineers; B. Kummerer. Do Not Ask What Mathematics Can do for Modelling. Ask What Modelling Can do for Mathematics! J. Ottesen. Section 5: Technology. Technology: A Working Group Report; K. King, et al. Technology in College Statistics Courses; J. Garfield, et al. Computer Algebra Systems in the Learning and Teaching of Linear Algebra: Some Examples; J. Hillel. Reflections on the Sustained Use of Technology in Undergraduate Mathematics Education; E. Muller. Finding a Role for Technology in Service Mathematics for Engineers and Scientists; P. Kent, R. Noss. Section 6: Assessment. Assessing Undergraduate Mathematics Students; K. Houston. Assessing Mathematical Thinking Via FLAG; J. Ridgway, et al. Assessing Student Project Work; C. Haines, K. Houston. Section 7: Teacher Education. Preparation of Primary and Secondary Mathematics Teachers: A Working Group Report; H. Williams. Using Research to Inform Pre-Service Teacher Education Programmes; T. Cooney. Mathematicians and the Preparation of Elementary Teachers; C. Kessel, L. Ma. Mathematics Teachers' Education in France: From Academic Training to